Overview
This unit familiarises students with the practice of researching and the collection of data. Through the development of core skills, students are introduced to both qualitative and quantitative methods. Links between theory and social research methods are investigated in an effort to understand the production and analysis of social research data. At the end of the unit students should be able to critically assess and analyse the application and use of appropriate research methods. Within this framework students should be able to devise and undertake a social survey, understand and explain the application of both quantitative and qualitative research methods, and be able to use both quantitative and qualitative approaches to their research.
Details
Pre-requisites or Co-requisites
SOCL11055 Sociology of Australian Society
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from unit evaluation
The eReading list structured students' reading and facilitated their learning of the weekly topic material.
The eReading list will be updated to improve the learning resources available to students and incorporate new publications.
Feedback from unit evaluation
The weekly Zoom tutorials were useful to support learning of the material and the additional Zoom sessions helped in the assignment preparation.
Weekly Zoom tutorials will be available to help students learn the research skills. The sessions will build on the lecture material and provide practical activities to support students' knowledge and skills development.
Feedback from unit evaluation
Early in the unit, there was a lot of new research concepts to learn.
Extra support will be provided to students to help familiarise them with new research concepts and to develop their practical understanding of them in the research process. Short videos explaining the concepts will be made available to students on the unit's Moodle site.
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Social research methods
Edition: 4th edn (2019)
Authors: Walter, M
Oxford University Press
Melbourne Melbourne , Victoria , Australia
ISBN: 9780190310103
Binding: Paperback
Additional Textbook Information
Both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
s.rockloff@cqu.edu.au
Module/Topic
Research and the research process
Chapter
Textbook: Walter (2019) Ch 1 & 3
Other required readings can be found in the e-Reading list on the unit Moodle site
Events and Submissions/Topic
Module/Topic
Qualitative and quantitative research
Chapter
Events and Submissions/Topic
Module/Topic
Research design and research questions
Chapter
Textbook: Walter (2019) Ch 2
Events and Submissions/Topic
Module/Topic
Chapter
Textbook: Walter (2019) Ch 4.
Events and Submissions/Topic
Module/Topic
Qualitative and quantitative methodologies
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Measuring and sampling
Chapter
Textbook: Walter (2019) Ch 5
Events and Submissions/Topic
Module/Topic
Quantitative research - Constructing and conducting surveys
Chapter
Textbook: Walter (2019) Ch 6
Events and Submissions/Topic
Module/Topic
Quantitative research - Analysing data and presenting survey results
Chapter
Textbook: Walter (2019) Ch 8 & 9
Events and Submissions/Topic
Module/Topic
Qualitative research method - interviewing
Chapter
Textbook: Walter (2019) Ch 10
Events and Submissions/Topic
Module/Topic
Qualitative research - Analysing the data
Chapter
Textbook: Walter (2019) Ch 11 & 13
Events and Submissions/Topic
Module/Topic
Quality in research - Rigor
Chapter
Events and Submissions/Topic
Module/Topic
Review week
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
1
Week 4 Thursday (5 Aug 2021) 11:55 pm AEST
After the close of the quiz and all students have completed the assessment.
No Assessment Criteria
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Aim
The aim of the assessment is to develop a quantitative social survey after reviewing the literature in the area and developing the research question. The purpose is for you to make connections between the unit material, a real-life research approach and the use of research methods.
In this assessment you are required to:
1) Select one sociological topic of interest from the list below
2) Explore the literature in this area
3) Identify a research question
4) Explain the significance/importance (justification) of this question
5) Explain and discuss the benefits and limitations of a quantitative survey
6) Compose a survey with 10 questions on your topic along with five socio-demographic questions (put the survey questions and answer choices in an appendix).
To support your survey development a number of surveys will be provided to students as examples. The tutorial sessions will involve skills development using practical exercises on how to identify key words and undertake a literature review, how to identify and construct a research question, and how to develop a survey and write good survey questions.
Note: You are not to conduct the survey, this is a hypothetical exercise.
Select one (1) of the following sociological topics to research:
1. Gendered workplace bullying
2. Indigenous Reconciliation in Australia
3. Australia becoming a republic
4. Lockout laws in Australia
5. Mandatory Covid-19 vaccination of aged-care workers
6. LGBT adoption rights
Instructions
Literature and references
When addressing the assignment topic, you will need to use contemporary literature (within the last 5 years) to support your discussion. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. References sourced from the world-wide-web must be from reputable websites such as from government, university, or peak national bodies. A minimum of seven (7) up-to-date references, including journal articles as well as relevant books and websites are to be used. You must correctly reference your paper using Harvard referencing style (current CQUniversity abridged edition – link available in Assessment block).
Formatting
A 1500-word limit has been set for this assignment. The assignment requires a cover page, discussion, references and appendix section (survey questions and answer choices). To help scaffold your assessment refer to Assessment 2. Tips and Overview presentation located in the Assessment block on the Moodle site.
In your assignment, ensure all your sources are properly cited and use your own words to explain any key points or ideas discussed, and use quotes sparingly (no more than 10% of the word count). Quote and paraphrase properly to avoid breaching academic integrity standards. See the referencing style guide for information on how to paraphrase and avoid plagiarism.
Word limit
1500 words (excluding the cover page, reference list and appendix). The word count is considered from the first word of the Discussion section to the last word of the Discussion section. It excludes the cover page and reference list. It includes in-text references and direct quotations.
Literature and references
In this assessment, use at least 7 relevant references to support your discussion. Suitable references include the set textbook (Walter 2019), peer-reviewed journal articles, government reports, edited books, legislation, as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies.
Requirements
Include a cover page with your name/student number, unit code, assessment number, unit coordinator, and word count (plus extension details if you have received one).
Include a reference list after the Discussion section and on a new page.
Include an appendix after the reference list and on a new page.
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing, justified margins and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer.
Write in the third-person perspective.
Use formal academic language (avoid contractions).
Use the Harvard referencing style. The CQUniversity Academic Learning Centre has an online Harvard Referencing Style Guide.
The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Do not use dot points or numbered lists in your written assignment (except for the survey).
Submit via SOCL19069 Moodle site through Turnitin.
Upload with the file named in the following format: Surname_ First name_ Student number_ A2
Resources
You can use unit provided materials (e.g., set textbook, eBook readings) and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline-specific library guide: the Social Work and Community Services Guide.
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language. Consider attending their Zoom sessions on referencing and academic writing.
Prior to submitting your final assignment file, we recommend you submit a draft before the due date to review your Turnitin Similarity Score. Instructions are available here .
Double check all uploaded files to ensure the correct file is submitted. We recommend you save your final assignment file to a new folder and only upload it from this folder.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric that is available here and on the Moodle site for more detail on how marks will be assigned.
Week 8 Friday (10 Sept 2021) 11:55 pm AEST
Week 11 Monday (27 Sept 2021)
| HD | D | C | P | F |
| Writing and Presentation (20%) | ||||
| 8.45-10 Excellent presentation of assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. (10%) | 7.45-8.449 Good presented assignment, double spaced with size 12 font. The cover page is included.Adheres to prescribed word count. | 6.45-7.449 Competent presented assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. | 4.95-6.449 An adequately presented assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. | 0-4.949 Poorly presented assignment where one or more of the following problems are present: double-spacing not used; size 12 font not used, or the cover page is not included.Deviates significantly from prescribed word count |
| 8.45-10 Consistently accurate with spelling, grammar and paragraph structure. Organisation and structure are clear and easy to follow. (10%) | 7.45-8.449 Minimal (1-2) critical errors with spelling, grammar and paragraph structure. Organisation and structure are clear and relatively easy to follow. | 6.45-7.449 A few (3-4) critical errors with spelling, grammar or paragraph structure. Organisation and structure are appropriate and can be followed. | 4.95-6.449 Several (5-6) critical errors with spelling, grammar or paragraph structure. Organisation and structure apparent although not easy to follow. | 0-4.949 Many (>6) errors with spelling, grammar or paragraph structure. Organisation and structure lack clarity and is difficult to follow. |
| Discussion and Survey (60%) | ||||
| 12.68-15 Content provides comprehensive and critical discussion of the literature in the chosen topic area. (15%) | 11.18-12.67 Provides strong discussion that shows a very good understanding of the main points relating to the topic. | 9.68-11.17 Provides appropriate discussion that demonstrates a solid understanding of most points relating to the topic. | 7.43-9.67 Provides some relevant discussion that puts forward a sufficient understanding of several points relating to the topic. | 0-7.42 Content provides a poor or inadequate discussion of the main points relating to the topic. A clear understanding of the basics is lacking. |
| 12.68-15 Identifies a research question and provides comprehensive and critical discussion of the significance (justification) of the question that demonstrates an extensive understanding of the topic. (15%) | 11.18-12.67 Identifies a research question and provides strong discussion of the significance (justification) of the question that shows a strong understanding of the topic. | 9.68-11.17 Identifies a research question and provides an appropriate discussion of the significance (justification) of the question that demonstrates a solid understanding of most points relating to the topic. | 7.43-9.67 Provides some relevant discussion of the significance (justification) of the question that puts forward a sufficient understanding of several points relating to the topic. | 0-7.42 Content provides a poor or inadequate discussion of the significance (justification) of the question and the main points relating to the topic. A clear understanding of the basics is lacking. |
| 12.68-15 Provides comprehensive and critical discussion of the benefits and limitations of quantitative survey research. (15%) | 11.18-12.67 Provides strong discussion of the benefits and limitations of quantitative survey research. | 9.68-11.17 Provides appropriate discussion of the benefits and limitations of quantitative survey research. | 7.43-9.67 Provides some relevant discussion of the benefits and limitations of quantitative survey research. | 0-7.42 Content provides a poor or inadequate discussion of the benefits and limitations of quantitative survey research. |
| 12.68-15 The survey is well composed and has relevant survey questions. (15%) | 11.18-12.67 The survey is composed appropriately and has relevant survey questions. | 9.68-11.17 The survey is composed adequately and has relevant survey questions with only 1-2 errors. | 7.43-9.67 The survey is mostly composed appropriately and has relevant survey questions with only 3-4 errors. | 0-7.42 The survey is not composed appropriately and has numerous (>4) problems around the relevance or structure of the survey questions. |
| Referencing (20%) | ||||
| 4.23-5 Consistently integrates references to support and reflect all ideas, factual information and quotations. (5%) | 3.73-4.22 Generally integrates references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. | 3.23-3.72 Frequently integrates references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | 2.48-3.22 Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | 0-2.47 Fails to or infrequent attempts (>6 errors) to integrate references to support & reflect ideas, factual information & quotations. |
| 4.23-5 Consistently accurate with in-text referencing. (5%) | 3.73-4.22 1-2 consistent in-text referencing errors identified. | 3.23-3.72 3-4 consistent in-text referencing errors identified. | 2.48-3.22 5-6 inconsistent in-text referencing errors identified. | 0-2.47 Referencing is not consistent with Harvard (author-date) style. >6 inaccuracies with in-text referencing. |
| 4.23-5 A minimum of 10 up-to-date references used including 5 journal articles as well as relevant books and websites. (5%) | 3.73-4.22 A minimum of 9 up-to-date references used including 4 journal articles as well as relevant books and websites. | 3.23-3.72 A minimum of 8 up-to-date references used including 3 journal articles as well as relevant books and websites. | 2.48-3.22 A minimum of 7 up-to-date references used including 2 journal articles as well as relevant books and websites. | 0-2.47 The required number of 7 references not used. Journal articles not sourced or not peer-reviewed. Most references not up-to-date. Chosen websites not credible. |
| 4.23-5 Reference list appears in alphabetical order. Fully adheres to reference list presentation guidelines Harvard style. (5%) | 3.73-4.22 Reference list appears in alphabetical order. Consistently adheres to reference list presentation guidelines Harvard style. 1-2 consistent reference list errors. | 3.23-3.72 Reference list appears in alphabetical order. Frequently adheres to reference list presentation guidelines Harvard style. 3-4 consistent reference list errors. | 2.48-3.22 Reference list appears in alphabetical order. Occasionally adheres to reference list presentation guidelines Harvard style. 5-6 consistent reference list errors. | 0-2.47 Reference list does not appear in alphabetical order. Does not adhere to reference list presentation guidelines Harvard style. >6 consistent reference list errors. |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Aim
The aim of your assignment is to show consideration of ethical issues when conducting qualitative interviews; to be able to explain and discuss the benefits and limitations of qualitative interviews and the appropriate contexts for application, to illustrate your ability to construct open-ended interview questions and to provide a brief preliminary discussion of your interview data. The purpose of this assessment is for you to make connections between the unit material and real-life application of a qualitative research technique. To meet this aim, you are to engage in the weekly unit material and readings.
Your task is to develop open-ended questions about your chosen topic from Assessment 2 and to use the questions to conduct an interview. Please only interview an immediate family member or close friend for this piece of assessment (do not interview any person that is vulnerable as outlined in the National Statement on Ethical Conduct in Human Research (2007) – Updated 2018). If in doubt, please check with the unit coordinator. Preliminary analysis of the interview data will then allow you to briefly discuss the main findings (main themes identified, issues of most concern).
In this 1,500 word assessment you are required to:
1) Explain the ethical issues around conducting interviews and give examples based on your topic.
2) Develop an interview schedule and interview a family member or close friend. Prepare a transcript of the interview and do a preliminary analysis of the interview data to provide some insight.
3) Explain the benefits and limitations of qualitative interview research.
Do not identify the person interviewed by name but assign a pseudonym to the interview data collected and do not disclose any identifiers.
Please include a copy of the interview schedule with your open-ended questions (and answers) and the interview transcript in an appendix. The appendix is not included in the word count but is assessed (see the marking criteria).
An Information Sheet and Consent Form will be provided for you to use when undertaking the interview.
Instructions
Literature and references
When addressing the assignment topic, you will need to use contemporary literature (within the last 5 years) to support your discussion. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. References sourced from the world-wide-web must be from reputable websites such as from government, university, or peak national bodies. A minimum of seven (7) up-to-date references, including journal articles as well as relevant books and websites are to be used. You must correctly reference your paper using Harvard referencing style (current CQUniversity abridged edition – link available in the Assessment tile).
Formatting
A 1,500-word limit has been set for this assignment. The assignment requires a cover page, discussion, references and appendix section (interview schedule and the interview transcript). To help scaffold your assessment refer to Assessment 3. Tips and Overview presentation located in the Assessment tile on the Moodle site.
In your assignment, ensure all your sources are properly cited and use your own words to explain any key points or ideas discussed, and use quotes sparingly (no more than 10% of the word count). Quote and paraphrase properly to avoid breaching academic integrity standards. See the referencing style guide for information on how to paraphrase and avoid plagiarism. Access referencing information on the Academic Learning Centre moodle site.
Word limit
1,500 words (excluding the reference list and appendices). The word count is considered from the first word of the Discussion section to the last word of the Discussion section. It excludes the cover page, reference list and appendices. It includes in-text references and direct quotations.
Literature and references
In this assessment, use at least 7 relevant references to support your discussion. Suitable references include the set textbook (Walter 2019), peer-reviewed journal articles, government reports, edited books, legislation, as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies.
Requirements
Include a cover page with your name/student number, unit code, assessment number, unit coordinator, and word count (plus extension details if you have received one).
Include a reference list after the Discussion section and on a new page.
Include an appendix (interview schedule and interview transcript) after the reference list and on a new page.
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing, justified margins and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer.
Write in the third-person perspective.
Use formal academic language (avoid contractions).
Use the Harvard referencing style. The CQUniversity Academic Learning Centre has an online Harvard Referencing Style Guide.
Do not use dot points or numbered lists in your written assignment (except for the interview schedule).
Submit via SOCL19069 Moodle site through Turnitin.
Upload with the file named in the following format: Surname_ First name_ Student number_ A3
Resources
You can use unit provided materials (e.g., set textbook, eBook readings) and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline-specific library guide: the Social Work and Community Services Guide.
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language. Consider attending their Zoom sessions on referencing and academic writing.
Prior to submitting your final assignment file, we recommend you submit a draft before the due date to review your Turnitin Similarity Score. Instructions are available here.
Double-check all uploaded files to ensure the correct file is submitted. We recommend you save your final assignment file to a new folder and only upload it from this folder.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric that is available here and on the Moodle site for more detail on how marks will be assigned.
Week 12 Friday (8 Oct 2021) 11:55 pm AEST
25 October 2021
|
HD |
D |
C |
P |
F |
|
Writing and Analysis (20%) |
||||
|
8.45-10 Excellent presentation of assignment. Consistently accurate with spelling, grammar and paragraph structure. Organisation and structure are clear and easy to follow. Adheres to prescribed word count. (10%) |
7.45-8.449 A well presented assignment. Minimal (1-2) critical errors with spelling, grammar and paragraph structure. Organisation and structure are clear and relatively easy to follow. Adheres to prescribed word count. |
6.45-7.449 A competently presented assignment. A few (3-4) critical errors with spelling, grammar or paragraph structure. Organisation and structure appropriate and can be followed. Adheres to prescribed word count. |
4.95-6.449 An adequately presented assignment. Several (5-6) critical errors with spelling, grammar or paragraph structure. Organisation and structure apparent although not easy to follow. Adheres to prescribed word count. |
0-4.949 Poorly presented assignment with many (>6) errors with spelling, grammar or paragraph structure. Organisation and structure lack clarity and are difficult to follow. Deviates from the prescribed word count. |
|
8.45-10 Excellent preliminary analysis of the interview data providing a comprehensive summary of the main themes and findings. (10%) |
7.45-8.449 Very good preliminary analysis of the interview data providing a strong summary of the main themes and findings. |
6.45-7.449 Good preliminary analysis of the interview data providing an adequate summary of the main themes and findings. |
4.95-6.449 Some preliminary analysis of the interview data providing a fair summary of a few main themes and findings. |
0.4.949 Provides a poor or inadequate preliminary analysis of the interview data. The brief summary is lacking detail on the main themes and findings. |
|
Ethics, Benefits/Limitations and Interview (60%) |
||||
|
16.90-20 Content provides comprehensive discussion of relevant ethical issues for the interview and gives examples. (20%) |
14.90-16.89 Provides strong discussion that shows a strong understanding of the main points relating to the ethical issues for the interview and gives examples. |
12.90-14.89 Provides appropriate discussion that demonstrates a solid understanding of most points relating to ethical issues for the interview and gives examples. |
9.90-12.89 Provides some relevant discussion that puts forward a sufficient understanding of ethical issues for the interview and gives an example. |
0-9.89 Content provides a poor or inadequate discussion of relevant ethical issues for the interview. A clear understanding of the basics is lacking and there are no examples or poor examples provided. |
|
16.90-20 Provides an excellent interview schedule with clearly worded and relevant questions. The interview transcript is present, well formatted and has excellent detail . (20%) |
14.90-16.89 Provides a very good interview schedule with mostly clearly worded and relevant questions. The interview transcript is present, formatted and has very good detail. |
12.90-14.89 Provides an appropriate interview schedule with many clearly expressed and relevant questions.The interview transcript is present, formatted and has adequate detail. |
9.90-12.89 Provides a fair interview schedule with some clearly expressed and relevant questions. The interview transcript is mostly present, somewhat formatted and some detail. |
0-9.89 Content provides a poor or inadequate interview schedule and there is a lack of clearly expressed and relevant questions. The interview transcript is missing or is of a low standard with poor formatting and little detail. |
|
16.90-20 Provides comprehensive and critical discussion of the benefits and limitations of qualitative interview research. (20%) |
14.90-16.89 Provides strong discussion of the benefits and limitations of qualitative interview research. |
12.90-14.89 Provides appropriate discussion of the benefits and limitations of qualitative interview research. |
9.90-12.89 Provides some relevant discussion of the benefits and limitations of qualitative interview research. |
0-9.89 Content provides a poor or inadequate discussion of the benefits and limitations of qualitative interview research. |
|
Referencing (20%) |
||||
|
4.23-5 Consistently integrates references to support and reflect all ideas, factual information and quotations. (5%) |
3.73-4.22 Generally, integrates references to support and reflect ideas, factual information and quotations with 1 or 2 exceptions. |
3.23-3.72 Frequently integrates references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. |
2.48-3.22 Occasionally integrates references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. |
0-2.47 Fails to or infrequent attempts (>6 errors) to integrate references to support & reflect ideas, factual information & quotations. |
|
4.23-5 Consistently accurate with in-text referencing. (5%) |
3.73-4.22 1-2 consistent in-text referencing errors identified. |
3.23-3.72 3-4 consistent in-text referencing errors identified. |
2.48-3.22 5-6 inconsistent in-text referencing errors identified. |
0-2.47 Referencing is not consistent with Harvard (author-date) style. >6 inaccuracies with in-text referencing. |
|
4.23-5 A minimum of 10 up-to-date references used including 5 journal articles as well as relevant books and websites. (5%) |
3.73-4.22 A minimum of 9 up-to-date references used including 4 journal articles as well as relevant books and websites. |
3.23-3.72 A minimum of 8 up-to-date references used including 3 journal articles as well as relevant books and websites. |
2.48-3.22 A minimum of 7 up-to-date references used including 2 journal articles as well as relevant books and websites. |
0-2.47 The required number of 7 references not used. Journal articles not sourced or not peer-reviewed. Most references not up-to-date. Chosen websites not credible. |
|
4.23-5 Reference list appears in alphabetical order. Fully adheres to reference list presentation guidelines Harvard ref style. (5%) |
3.73-4.22 Reference list appears in alphabetical order. Consistently adheres to reference list presentation guidelines Harvard ref style. 1-2 consistent reference list errors. |
3.23-3.72 Reference list appears in alphabetical order. Frequently adheres to reference list presentation guidelines Harvard ref style. 3-4 consistent reference list errors. |
2.48-3.22 Reference list appears in alphabetical order. Occasionally adheres to reference list presentation guidelines Harvard ref style. 5-6 consistent reference list errors. |
0-2.47 Reference list does not appear in alphabetical order. Does not adhere to reference list presentation guidelines Harvard ref style. >6 consistent reference list errors. |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
